Grade Level: 5th
Subject Area: All Areas Number of Students (average): 28-30
Years of Teaching: 17
Description
Answer the following questions as if you were giving advice to a student teacher.
How would I introduce a
discussion of my approach
to instructional design?
Before planning, the teacher needs to know what topics are to be taught and covered for a specific grade level. There is usually a time line as well because certain topics need to be covered by the time AIMS rolls around. Some districts have Curriculum Maps that give a time frame as to where teachers need to be in reading and math at a given time throughout the year.
What are my resources
for designing units and
lessons?
Before planning, it's important to be familiar with the subject and topic you are planning to teach. It's best to read over the teacher's manual, especially in math, before you begin a topic.
What do I generally
do first?
If you have plan with your team, it's best to decide what math chapters you plan to teach. This is important if you want to make sure you are covering the required material to prepare student for AIMS. This also helps the team to plan common assessments and keeps the team on-task as well.
How do I interact with
the standards?
If you are working with Curriculum Maps, the standards are already listed on the page. But, it is imperative that you become familiar with the standards you are required to cover for your grade level.
What are my constraints
and how do I respond
to them?
In order to give students practice in test taking, and to find out if students are learning what they need to learn, some districts are implementing Benchmark Assessments prior to AIMS testing in the spring.
How do I approach
student assessment?
Before starting a new math unit, students could take a pre-test to find out what they know about the new topic. This pre-test can be used to review student's prior knowledge and assist to reinforce what they have already learned.
How do I approach
post-assessment?
Post assessment is usually done at the end of a unit of study. But assessing students can be implemented in a variety of different ways.
Assessment can be writing a report and having students following a rubric in order to make sure certain key points are covered. A finished report would also need to be typed.
Assessment for reading would be participation in a literature discussion about a certain book that a group read.
How do I approach
self-assessment?
Before doing a new unit of study, especially in Language Arts and Science, it might be a good idea to do a KWL chart. This needs to be prepared in advance but it is a valuable and useful tool to help students focus on learning.
What are areas I would
like to learn more about
and/or become better at?
What final advice would I
give about my approach to
instructional design?
Overview
Grade Level: 5th
Subject Area: All Areas
Number of Students (average): 28-30
Years of Teaching: 17
Description
Answer the following questions as if you were giving advice to a student teacher.discussion of my approach
to instructional design?
for designing units and
lessons?
do first?
the standards?
and how do I respond
to them?
student assessment?
post-assessment?
self-assessment?
like to learn more about
and/or become better at?
give about my approach to
instructional design?